Reading activities

Making Predictions and inferences-Building Critical Thinking’s Skills
Reading activities were carried out in pair (groups of two) analyze some pictures

Story Books are useful to teach read and increasingly vocabulary in a faster way with our students because when we are speaking we don't produce a lot of words we used to talk common words every day. Students can create a picture gallery where they can explain others groups. What is the story about? Besides, In orally way they can speak a story. First, teacher shows how to do it and make groups of three.
These activities are for students are able to speak and explain personal characters, places, make good questions, they have to write correct, Analyze what is the story about?, What the story teach us? How to apply on your lives?

Speaking-Class

Types of classroom speaking performance. How to teach speaking class and improve students speaking without explained rules no using bottom-up techniques. 
All the speaking activities that I saw were intensive and responsive because they are easier, but Transactional and Interpersonal are harder activities for advance speaker students. 
This performances we can use them in a progressive way with little kids. 
First, applying very brief speaking activity where the teachers can modeling and write down a word on the board with that it belongs the topic.
Second, students work in pairs (or groups of 3) to define their words. Their partner must guess the word they are defining. alternate to this is a team game and others students can define words.
We can change to a lists of famous people, books, films and objects.
Using team where one team writes a lists of 3 pictures words for another team. team ask questions in simple present (do you see this film?  or Do you read the book?). Each team puts forward one person to reply the question. 

Speaking-Activities

Joe taught a speaking activities, using an eliciting of pictures of famous people. What did we know about those people? after of that, he gave us a many papers with phrases about the lives of the famous people. We had to choose what information belong to them. 

 It was a contest where the teacher asked questions and we had to red and answer quickly. 

We can teach our Ss these activities. Teacher centered control and students centered control, it is accuracy for the teacher correct the answers without others groups realice what going on in one group that teacher is corrected, as well as students might share what they know sitting on their chairs. Students speech in the classroom is becoming a responsive type of classroom speaking performance where students and teacher can start the questions that don't extend into dialogues and it will be meaningful learning for the students. 

Mathew taught us how to make speaking activities. Using pictures of activities we do every day we interact in group of three. Describing the activities in simple present tense. Besides, Mathew explained we can apply different times of expressions, questions, short answer, etc. 

Provided pictures and gave us a paper to draw what we liked.

Therefore, we can apply to our Ss theses activities with low level, one pictures and they are able to say a simple expressions in group of three. 

teacher can apply this activity using one pictures stick it on the board and starting making questions. For instance, What's he doing? what's she doing? 

Listening-Class

Listening Activities

providing students with information a prior to listening and provide text to listeners before listening 
For us it is important to provide students with a list of vocabulary included in the passage before listening or to provide them with a transcription of the text to which they've listened. I saw the listening activities that you gave us a sheet of paper with words, questions, etc. 

Dictation-Class

Activity.
Teacher start a story saying the beginning of the story, next the first students carries on with same teacher's phrase to continue with an expression and others students do it over and over again until finish all the story it is completed.
Dictation:
dictation is a useful activity in bottom-up listening. It can used to draw attention to the correspondence between or contracted forms and full forms. I can also be used to have learners pay attention to lexical chunks, grammatical structures or thought groups. Focusing on dictation at either sentence level or beyond allows teachers to see where having difficulties.
Teacher tell words and students write down all the words that they listened to.
or student can tell a phrase and the rest of groups write it. and they can make groups of three. one of them dictate and two students write.

Grammar-activities

GRAMMAR

CLASS
Using our names to learn verb be and possessive adjectives.
How can I use with my students. They can do it in group of three students. One of them make the question and the rest answer if they have problem with stage panic in front of the rest of the group. Writing the question that student have to ask to others students. Besides, if a students pronounce a word or make grammar mistakes the students have the opportunity to assess themselves in a group.

2.

LEARNING TO SEE AND IMPROVE OUR CLASSES.

When we see our students what they like or what  it is the easier way that they get new information, but we have to teach them how to observe some activities. This requiers some times and practice and plenty of experiences. If I use a TPR strategies with a lot of gesture we have to be careful if the student catch simple meanings through movement because gesture has too much meanings, so explain clearly information input is a better option for them.
Giving students 5 words and they practice in group of three I have option to see and make me easier to assess my students.

3.

Listening activities

students are going to do a role-play in group of two. using means of transport and prepositions.
1. group number 1 is going to be  acting out like a car.
2. group number 2 is going to be acting out like a horse.
3. group number 3 is going to be acting out like motorcycle.

one student gives an instruction such as: (turn right car, go ahead horse, on the left, horse) and the another is going to act out what he/ she said. on the left, on the right. doing sound as well.